In recent times, it has become a popular narrative that there is a shortage of Ghanaian language teachers in the country. This notion is especially raised when a particular Ghanaian language is taught in a region where the native language of that area is neglected. In such cases, the general belief held by many members of the public is that there are simply not enough trained teachers in the native languages of those areas, and that is why schools are forced to teach languages that are not indigenous to the region.
However, this belief is not only misleading but also false. Contrary to the popular claim, Ghanaian universities continue to produce thousands of well-trained Ghanaian language teachers every single year. Institutions such as the University of Education, Winneba, through its School of Ghanaian Languages Education at Ajumako in the Central Region, University of Cape Coast, University of Ghana, Kwame Nkrumah University of Science and Technology, and most recently, the University for Development Studies (UDS) in the Northern Region, are all actively training Ghanaian language professionals in large numbers.
Each year, these institutions collectively produce thousands of qualified Ghanaian language teachers across various Ghanaian languages such as Akan (Asante and Akuapem Twi and Fante), Ewe, Ga, Damgbe, Nzema, Dagaare, Dagbani, Gonja, Kasem, and others. These graduates are not only trained in language pedagogy but are also equipped with the necessary linguistic, cultural, and educational tools to teach Ghanaian languages effectively at the basic and secondary school levels, and even at the tertiary level.
Out of these institutions, the University of Education, Winneba, through its School of Ghanaian Languages Education at Ajumako in the Central Region are the kingpin of Ghanaian Language Education. The faculty houses four departments. These are the Department of Akan-Nzema Education, Department of Ewe Education, Department of Gur-Gonja Education and the Department of Ga-Damgbe Education. These departments have programs even to the Masters and the PhD level.
In addition to the major universities, the various Colleges of Education across the country also play a significant role in producing Ghanaian language teachers each year. As part of their basic training programs, teacher trainees are taught at least one Ghanaian language, equipping them with the necessary knowledge and skills to teach effectively in the Ghanaian language classroom. This further dispels the myth that there is a shortage of Ghanaian language teachers in our schools.
The issue, therefore, is not the lack of trained Ghanaian language teachers, but rather the inequitable deployment and placement of these teachers, coupled with policy inconsistencies in the promotion of Ghanaian languages in our education system. Many trained teachers graduate but are left unemployed or are posted to teach subjects outside their area of expertise. Others are sent to regions where their language is not native, while the native languages of those regions remain untaught due to systemic neglect.
There is also a broader issue of language preference and political will. Some Ghanaian languages have been given more space in the formal education system than others. This creates a situation where languages with fewer speakers but with more institutional support are taught in schools, while the dominant indigenous languages of the area are sidelined. A casestudy can be found in the Greater Accra Region where Twi, one of Ghana’s most dominant language is taught in most part of Accra at the expense of Ga and Damgbe.
In a worrying trend, most trained Ghanaian language teachers are being posted to teach English instead of the very languages they studied and were certified to teach. The most common excuse given is that there are no vacancies in the Ghanaian languages. But when we take a closer look, it becomes clear that Ghana may, in fact, be facing a shortage of English teachers, not Ghanaian language teachers.
It cannot simply be a coincidence that Ghanaian language graduates are excelling in teaching English. No. These are professionals who are competent and adaptable, but their skills in language preservation and indigenous linguistic education are being sidelined. If the system continues this way, then we are not just misplacing talent, we are contributing to the slow death of our own languages in the classroom.
If we are to take the teaching of Ghanaian languages seriously, we must start by acknowledging the fact that Ghana is not lacking trained Ghanaian language teachers. The focus must shift to employing these teachers, posting them appropriately, and giving equal recognition and resources to all Ghanaian languages across the country.
In conclusion, let it be stated clearly: the claim that there is a shortage of Ghanaian language teachers in Ghana is unfounded. The reality is that our universities are doing their part in producing the needed manpower. What is now required is proper placement, government commitment, and institutional support to ensure that all Ghanaian languages are represented fairly and taught effectively in the country’s schools.
Thank you for this, sadly Ghanaian leadership will bypass this information as if it is not something important to the Ghanaian society, what does Chinese language have to do with the Ghanaian people for goodness sake.